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Section Two: Recommendations-Program Structure Issues

2.2 Core of knowledge/skills/attitudes in science that all secondary school graduates should acquire (related to the Comprehensive Results)

All secondary school students must develop science literacy, which we define as "the acquisition of science knowledge, skills, and attitudes needed to function and contribute successfully in the world." This definition is supported by the following definitions:

"Science Literacy... is learning enough science content and enough about how science works, to function as responsible citizens within society." (Peter Chin, Hugh Munby, and Eva Krugly-Smolska, Science: Secondary School Curriculum, background research paper commissioned by the Ontario Ministry of Education and Training)
"Science literacy is an evolving combination of science-related knowledge, skills and attitudes needed for students to develop problem-solving and decision-making abilities, to become life-long learners, and to maintain a sense of wonder about the world around them." ("Common Framework of Science Learning Outcomes: Pan-Canadian Protocol for Collaboration on School Curriculum, draft)

The science guidelines must ensure that the mandatory science courses provide all students with the core knowledge, skills, and attitudes needed to achieve science literacy. Students who choose to study science in greater depth at secondary school or at a post secondary institution will be required to take additional courses that build on this core.

The knowledge, skills, and attitudes that all students require, and that are outlined below, are based on information received from more than one hundred individuals representing science departments at twenty Ontario colleges and universities, twenty secondary schools, and ten professional or community organizations related to science or the environment, as well as the collective experience of this panel. The question we asked relative to science education was, "What are your needs or expectations of all graduates of secondary school?" The results are summarized in the following lists.

a) Generic knowledge
All students should have knowledge and understanding of:

the processes of science;
basic principles of matter, energy, life, the earth, the environment, and the universe;
basic themes such as order, causality and chance, constancy and change, unity and diversity, systems and functions, and the uniqueness of life;
basic concepts of experimental error, precision, accuracy, and validity of data;
the contributions to science by Canadian men and women from various ethnocultural backgrounds;
the role of science in our society; the relationship among science and technology, the environment, humans, and natural resources; and the interdependence of global, social, economic, and ecological systems;
the concepts of sustainability (local, regional, national, global) and the strategies used to remedy environmental problems;
real-life-science as related to the students, world (e.g., atmosphere and weather predictions, the physics of driving a car, chemical hazards at work and in the home, human exercise and energy, the role of biotechnology in the food industry).

b) Subject-specific knowledge
All students should have knowledge and understanding of:

Biology

cells, cell division, and reproduction;
the structure and function of macromolecules and organisms;
viruses, bacteria, and fungi;
human systems;
human health, wellness and diseases;
DNA, genetics, and inheritance;
plant and animal ecology and the biosphere;

Chemistry

atomic theory and the periodic table;
states of matter;
chemical equations and reactions;
molecular structure and bonding;
chemical hazards and applications;

Physics

motion, force, and energy;
waves, fight, and sound;
electricity and magnetism;
semiconductors, lasers, X-rays, and nuclear physics;

Earth science

origin of the universe and planetary systems;
the earth system;
earth-forming processes;
rocks and minerals;
atmosphere and weather;

Environmental science

inter-relationship of aquatic and terrestrial ecosystems;
human health and how it is affected by the environment;
energy flow and food chains.

c) Skills
All students should be able to:

Research

retrieve information from a variety of sources commonly found in libraries and on the Internet, and assess the validity of the information sources;
research, write, organize, and present results effectively in written, oral and other formats;
read and critically evaluate science text and other written information;
conceptualize scientific information and ideas;
critically weigh and assess evidence, devise and test simple hypotheses, and be aware of logical fallacies;
use rational arguments to make and defend responsible decisions, and take appropriate action on environmental issues;
use the scientific method to form a problem statement, and design, period and evaluate a simple experiment;
identify and carefully define a problem, develop a structured approach to solving it, and state an appropriate conclusion;
apply knowledge to practical situations by solving real-life problems;

Collect and analyse data

collect, tabulate, interpret, and summarize data concisely and accurately;
estimate and measure length, area, volume, mass, temperature, and pressure using a variety of instruments;
use estimating skills, carry out basic mathematical calculations, and manipulate equations;
manipulate basic scientific instruments and equipment;
use computers for data collection and analysis, simulations, information retrieval, and report writing;

Think critically

distinguish between accepted science and pseudo-science.

d) Attitudes
All students should be encouraged to:

appreciate the fascinating and mysterious world around us;
appreciate the logical, objective, and systematic nature of science as well as the fact that science is one approach to interpreting the world;
recognize the intrinsic value, equality, and uniqueness of every person;
demonstrate a concern for ethics and justice related to science and technology development;
appreciate the impact of science on human well-being, and have a desire to make a positive contribution to society through science;
demonstrate intellectual curiosity and inquisitiveness and have an open and inquiring mind to understand the basic science behind important life phenomena;
demonstrate enthusiasm for science and enjoy experimenting with ideas;
recognize the tentative nature of scientific theories-,
demonstrate a positive work ethic to learn and develop independent study habits for lifelong learning;
demonstrate a concern for precision and accuracy in science, as well as integrity in the pursuit of science;
demonstrate a personal commitment to and responsibility for environmental sustainability and be prepared to make personal lifestyle changes to accomplish this goal.

The knowledge, skills, and attitudes fisted here, together with the STSE focus, are consistent with and expand on the statements published by the Conference Board of Canada in Science Literacy for the World of Work and the four foundation statements defining science literacy in the PanCanadian document.